Leitura e produção de textos argumentativos através dos multiletramentos.

Abstract

We understand that the learning is greatly significant for the student when this is a participant on his knowledge construction process. Therefore, it cannot to be considered a teaching-learning process dissociated of this procedure and not even to think in educational methods decoupled of the digital technologies and media, as those elements are constitutive aspects of the students’ life. In view of this, the research proposes a reflection in relation to the activities with reading and writing in classroom in order to consider two important aspects for the students, i.e., the contemporary social demand in digital technologies and media, and the argumentative discourse, since this element has to be systematized and investigated in the school contexts, although it is innate to the human. To this end, the study has as main objective to investigate the importance about the reading, comprehension and production of argumentative genre for the Portuguese language classes through the multiliteracies perspective. The research contain a bibliographic,documentary exploratory and explicative character under a qualitative approach and it will use the methodologic and theoretical input from the studies by Rojo (2012-2013-2015); Bakhtim (2002); Marcuschi (2008); Koch (2011); Perelman and Olbrechts-Tyteca (2014); Koche (2014); Koch and Elias (2017); Fiorin (2018); Tanzin Neto (2014); among others. In addition to official documents that rules the Brazilian education, for instance of the LDB (1996), the PCN (1998) and the BNCC (2017), among others. Authors. After studying and revision of this literature, we conducted an analysis of the third unit from the Textbook Portuguese Languages, by Cereja and Cochar (2015), with the goal to check how the authors systematize the studies about the argumentative genres, the regimented debate and opinion piece. As the result of this research, it was observed that the book does not include all the aspects related to the compositional structure of the genres in study, and the linguistic elements from the argumentation. By the analysis, we present a proposal of intervention destined to the Portuguese language teachers of the ninth-grade class. This action suggests complementary activities those from the textbook to be developed through the use of a virtual platform (the Edmodo). With this, we hope that teachers and students can be inserted in multiliteracies events and so they can give a new meaning to the teaching with a dynamic and effective way.